Imitation Training Research Articles

Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder.

Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented.

Effects of coaching on the fidelity of parent implementation of reciprocal imitation training.

Imitation is an important early social communicative skill that is often impaired in young children with autism. Reciprocal imitation training is an easy-to-implement intervention that targets social imitation and can be taught to parents or other caregivers to implement at home and in the community. In this study, parents of children with autism were taught to implement reciprocal imitation training. The quality of parent fidelity of intervention implementation and rates of child spontaneous imitation were examined in three phases: baseline, post-didactic training, and after the introduction of 1:1 coaching. The results suggest that coaching improved parent fidelity with all parent participants, and this correlated to an increase in spontaneous imitation with some of the child participants.

Effects of ideation and imitation behavior training on rehabilitation in patients with chronic schizophrenia

Objective To explore the effects of ideation and imitation behavior training on rehabilitation in patients with chronic schizophrenia. Methods Totally 200 schizophrenia patients admitted and treated in 2016 from Fuzhou Neuro-Psychiatric Hospital were selected and equally randomized to treatment group (n=100) and control group (n=100) according to the random number table. Patients in the control group received conventional nursing, while patients in the treatment group received ideation and imitation behavior training for 8 weeks on this basis. Wisconsin Card Sorting Test (WCST) , Nurses' Observation Scale for Inpatient Evaluation (NOISE) and Personal and Social Performance Scale (PSP) were used to compare the rehabilitation effects between the two groups. Results After intervention for 8 weeks, the score for correct response in WCSI in patients in the treatment group was (24.78±7.39) , higher than that of patients in the control group, and the score for continuous mistakes in WCSI in patients in the treatment group was (14.78±5.27) , lower than that of patients in the control group (t=3.800, 3.640; P<0.01) . After intervention for 8 weeks, the scores for NOISE (200.06±26.09) and PSP (79.83±4.21) in patients in the treatment group were higher than those of patients in the control group (t=6.880, 19.040; P<0.01) . Conclusions Ideation and imitation behavior training helps to improve the patients' cognitive performance, including attention, memory, linguistic competence and reasoning ability, as well as self-care ability of daily living and social function, and promotes chronic schizophrenia patients' rehabilitation. Key words: Schizophrenia; Rehabilitation; Ideation; Imitation training

Effect of facial expression imitation training on children’s empathy

Effect of facial expression imitation training on children’s empathy

Changes in Frontoparietotemporal Connectivity following Do-As-I-Do Imitation Training in Chimpanzees ( Pan troglodytes).

Human imitation is supported by an underlying "mirror system" principally composed of inferior frontal, inferior parietal, and superior temporal cortical regions. Across primate species, differences in frontoparietotemporal connectivity have been hypothesized to explain phylogenetic variation in imitative abilities. However, if and to what extent these regions are involved in imitation in nonhuman primates is unknown. We hypothesized that "Do As I Do" (DAID) imitation training would enhance white matter integrity within and between frontoparietotemporal regions. To this end, four captive chimpanzees ( Pan troglodytes) were trained to reproduce 23 demonstrated actions, and four age-/sex-matched controls were trained to produce basic husbandry behaviors in response to manual cues. Diffusion tensor images were acquired before and after 600 min of training over an average of 112 days. Bilateral and asymmetrical changes in frontoparietotemporal white matter integrity were compared between DAID trained subjects and controls. We found that imitation trained subjects exhibited leftward shifts in both mean fractional anisotropy and tract strength asymmetry measures in brain regions within the mirror system. This is the first report of training-induced changes in white matter integrity in chimpanzees and suggests that frontoparietotemporal connectivity, particularly in the left hemisphere, may have facilitated the emergence of increasingly complex imitation learning abilities.

Conditioning exercises in ski jumping: biomechanical relationship of squat jumps, imitation jumps, and hill jumps

As hill jumps are very time-consuming, ski jumping athletes often perform various imitation jumps during training. The performed jumps should be similar to hill jumps, but a direct comparison of the kinetic and kinematic parameters has not been performed yet. Therefore, this study aimed to correlate 11 common parameters during hill jumps (Oberstdorf Germany), squat jumps (wearing indoor shoes), and various imitation jumps (rolling 4°, rolling flat, static; jumping equipment or indoor shoes) on a custom-built instrumented vehicle with a catch by the coach. During the performed jumps, force and video data of the take-off of 10 athletes were measured. The imitation and squat jumps were then ranked. The main difference between the hill jumps and the imitation and squat jumps is the higher maximal force loading rate during the hill jumps. Imitation jumps performed on a rolling platform, on flat ground were the most similar to hill jumps in terms of the force–time, and leg joint kinematic properties. Thus, non-hill jumps with a technical focus should be performed from a rolling platform with a flat inrun with normal indoor shoes or jumping equipment, and high normal force loading rates should be the main focus of imitation training.

An Assessment of Three Procedures to Teach Echoic Responding.

The research literature has revealed mixed outcomes on various procedures for increasing vocalizations and echoic responding in persons with disabilities (Miguel, Carr, & Michael The Analysis of Verbal Behavior, 18, 3-13, 2002; Stock, Schulze, & Mirenda The Analysis of Verbal Behavior, 24, 123-133, 2008). We examined the efficacy of an assessment procedure for identifying the most effective echoic teaching procedure to six students diagnosed autism spectrum disorder (ASD) and other developmental delays. The assessment procedure included a within-participant comparison of vocal imitation training (VIT), stimulus-stimulus pairing (SSP), and a mand-model procedure (MM). A functional analysis of the responses was conducted to determine whether responding was functionally an echoic or a mand. The results indicated that the assessment was effective in identifying a teaching procedure for five out of the six participants and that responding was established under echoic control. These outcomes support the efficacy of this assessment procedure for identifying effective echoic teaching procedures.

The Effects of Language Intervention Using Manual Signing on Utterances of Young Children with Language Developmental Delay

본 연구는 손짓기호를 활용한 언어중재가 언어발달지체 유아의 시작발화, 반응발화, 명료한 발화에 미치는 효과를 알아보고자 하였다. 연구는 대상자간 중다기초선 설계를 통해 기초선, 중재, 유지 단계로 진행되었다. 손짓기호를 활용한 언어중재는 교사와 유아 간 놀이 상황에서 목표어휘에 해당하는 손짓기호와 말을 모방 훈련하는 과정과 모방훈련 없이 시간지연, 손짓기호 단서 제공, 우발교수 환경구성 등 자연적인 언어 중재 전략을 통해 자발적인 발화를 유도하는 과정으로 구성되었다. 교사와 유아 간의 자연스러운 놀이 맥락에서 이루어지는 의사소통 중 유아의 자발적인 시작발화, 반응발화, 조음이 명료한 발화를 수집하여 각각의 어절 수를 측정하였다. 연구 결과 손짓기호를 활용한 언어중재는 언어발달지체 유아의 시작발화, 반응발화, 명료한 발화를 향상시키는데 효과가 있었다. 연구 결과에 근거하여 언어발달지체 유아의 발화 촉진에 긍정적인 영향을 줄 수 있는 손짓기호를 활용한 언어중재의 효율성에 대해 논의하였다.The purpose of this study was to investigate the effects of language intervention using manual signing on utterances of 2 young children with language developmental delay. Utterance was operationally defined as initiating utterance, responding utterance, and intelligible utterance. The study used multiple baseline across subjects design: initial baseline, intervention, and maintenance condition. Intervention was implemented twice per week, each session was proceeded for 30 minute. Language intervention using manual signing was composed of the two phase: manual signing and utterance imitation training and the naturalistic language intervention. The utterances of each child was collected using the event recording system. Then the number of words of initiating utterances, correct responding utterances, and intelligible utterances two observer had agreed were calculated. The results of this study were as follows. The language intervention using manual signing increased the number of words of initiating, responding, and intelligible utterances of the 2 young children with language developmental delay. The effects were maintained after the termination of intervention. This indicates that language intervention using manual signing would be used as an effective intervention for utterance improvement of young children with language developmental delay having hand imitation skills.

Improving social functioning and challenging behaviors in adolescents with ASD and significant ID: A randomized pilot feasibility trial of reciprocal imitation training in a residential setting

ABSTRACTThere is a lack of effective social interventions for youths with ASD and co-morbid intellectual disability (ID). A previous single-case design study indicated that reciprocal imitation training (RIT) may improve social interaction and challenging behavior in this population. The current pilot study examined the feasibility of conducting an RCT to investigate the effectiveness of RIT for improving social functioning and challenging behaviors in 20 adolescents with ASD and severe ID in a residential program. The assessment protocol was feasible. RIT was well-tolerated by the adolescents and implemented with fidelity by teaching staff. Preliminary findings indicate that treatment had moderate to large effects on social functioning and challenging behavior, with mixed findings for imitation skills. A larger RCT of RIT for this population is feasible and warranted.

Effects of movement imitation training in Parkinson's disease: A virtual reality pilot study

BackgroundHypometria is a clinical motor sign in Parkinson's disease. Its origin likely emerges from basal ganglia dysfunction, leading to an impaired control of inhibitory intracortical motor circuits. Some neurorehabilitation approaches include movement imitation training; besides the effects of motor practice, there might be a benefit due to observation and imitation of un-altered movement patterns. In this sense, virtual reality facilitates the process by customizing motor-patterns to be observed and imitated. ObjectiveTo evaluate the effect of a motor-imitation therapy focused on hypometria in Parkinson's disease using virtual reality. MethodsWe carried out a randomized controlled pilot-study. Sixteen patients were randomly assigned in experimental and control groups. Groups underwent 4-weeks of training based on finger-tapping with the dominant hand, in which imitation was the differential factor (only the experimental group imitated). We evaluated self-paced movement features and cortico-spinal excitability (recruitment curves and silent periods in both hemispheres) before, immediately after, and two weeks after the training period. ResultsMovement amplitude increased significantly after the therapy in the experimental group for the trained and un-trained hands. Motor thresholds and silent periods evaluated with transcranial magnetic stimulation were differently modified by training in the two groups; although the changes in the input–output recruitment were similar. ConclusionsThis pilot study suggests that movement imitation therapy enhances the effect of motor practice in patients with Parkinson's disease; imitation-training might be helpful for reducing hypometria in these patients. These results must be clarified in future larger trials.

一人称視点による模倣運動を利用した運動・感覚リハビリテーション

一人称視点による模倣運動を利用した運動・感覚リハビリテーション

A Parent-Implemented Intervention to Improve Imitation Skills by Children with Autism: A Pilot Study

The purpose of this exploratory study was to examine the effects of a modified reciprocal imitation training (RIT) on the imitation skills of children with autism. Two parents were trained and coached to use the modified RIT with their young children with autism in home settings. The modified RIT was composed of contingent imitation, descriptive language, object imitation, and gestural imitation strategies. A multiple baseline design across strategies was used to examine the parents’ competence in learning and implementing the modified RIT. Results indicated that both parents learned to use the intervention strategies, and children showed improvements in their imitation skills.

Effect of Motor Imitation Training on Finger Movement in Chronic Stroke Patients

Effect of Motor Imitation Training on Finger Movement in Chronic Stroke Patients

Prospective Social Entrainment: Imitation Interventions in Children With Autism

Imitation provides the basis for acquiring knowledge, as well as providing a foundation for the development of reciprocal social skills. Children with autism spectrum disorders (ASD) do not naturally imitate others, and it is hypothesized that deficits in imitation may impede their ability to develop both academically and socially. Early imitation intervention studies, using traditional direct teaching (e.g., teacher-directed discrete trial training), focused on the learning function of imitation and were successful in improving skill acquisition but had little impact on the development of socially successful interactions. More recently, imitation interventions have targeted reciprocal or synchronous imitation (e.g., child-directed reciprocal imitation training), focused on the social function of imitation and have resulted in gains in imitation abilities and concomitant improvements in social engagement. This article explores imitation deficits in individuals with ASD, describes basic and applied research focusing on improving imitation skills, discusses implications for clinical intervention, and provides a synthesis of the current literature within the framework of prospective cognition.

Increase in Eye Contact and Vocalization : Combining the Picture Exchange Communication System (PECS) With Imitation Training for Children With Autism

Increase in Eye Contact and Vocalization : Combining the Picture Exchange Communication System (PECS) With Imitation Training for Children With Autism

Video modeling imitation training to support gestural imitation acquisition in young children with autism spectrum disorder

Children with autism struggle to imitate, and this lack of imitative ability is related to the severity of autism symptoms. Teaching children with autism to imitate is a necessary component of intervention as poor imitation ability affects development in a variety of areas including play skills, social skills and language skills. The purpose of this research was to determine whether there is a functional relation between video modeling imitation training (VMIT) and increased gestural imitation in young children with autism. Secondary analyses of collateral gains, specifically language development, gesture, and play skill acquisition, after exposure to VMIT was also conducted. Results indicated that two out of three participants demonstrated an immediate, increased frequency in imitation of gestures viewed on an iPad. All three participants showed gains in receptive language and gestures before treatment. Expressive language and play skills increased for two out of three participants.

Motor facilitation during real-time movement imitation in Parkinson's disease: A virtual reality study

BackgroundImpaired temporal stability and poor motor unit recruitment are key impairments in Parkinsonian motor control during a whole spectrum of rhythmic movements, from simple finger tapping to gait. Therapies based on imitation can be designed for patients with motor impairments and virtual-reality (VR) offers a new perspective. Motor actions are known to depend upon the dopaminergic system, whose involvement in imitation is unknown. We sought to understand this role and the underlying possibilities for motor rehabilitation, by observing the execution of different motor-patterns during imitation in a VR environment in subjects with and without dopaminergic deficits. Methods10 OFF-dose idiopathic Parkinson's Disease patients (PD), 9 age-matched and 9 young-subjects participated. Subjects performed finger-tapping at their “comfort” and “slow-comfort” rates, while immersed in VR presenting their “avatar” in 1st person perspective. Imitation was evaluated by asking subjects to replicate finger-tapping patterns different to their natural one. The finger-pattern presented matched their comfort and comfort-slow rates, but without a pause on the table (continuously moving). ResultsPatients were able to adapt their finger-tapping correctly, showing that in comparison with the control groups, the dopaminergic deficiency of PD did not impair imitation. During imitation the magnitude of EMG increased and the temporal variability of movement decreased. ConclusionsPD-patients have unaltered ability to imitate instructed motor-patterns, suggesting that a fully-functional dopaminergic system is not essential for such imitation. It should be further investigated if imitation training over a period of time induces positive off-line motor adaptations with transfer to non-imitation tasks.

Social Intervention for Adolescents With Autism and Significant Intellectual Disability: Initial Efficacy of Reciprocal Imitation Training

Individuals with autism have difficulty with social skills across the lifespan. Few social interventions have been examined for older individuals with autism who also have significant intellectual disabilities (ID). Previous research suggests that reciprocal imitation training (RIT) improves imitation and social engagement in young children with autism. This study used a multiple-baseline design to examine whether RIT could improve social behaviors in four adolescents with autism and significant ID. All adolescents improved their spontaneous imitation and two improved their joint engagement. In addition, two adolescents decreased their rate of self-stimulatory behaviors over the course of treatment. Overall, these results suggest that RIT may be effective at improving social interaction and decreasing self-stimulatory behavior in adolescents with autism and significant ID.

Teaching caregivers to implement video modeling imitation training via iPad for their children with autism

Children with autism fail to imitate from an early age and this lack of imitation is a salient diagnostic marker for the disorder. For children with Autism Spectrum Disorder (ASD), increased imitation skills appear to be related to increased skill development in a variety of areas. Video modeling was recently validated as a technique to support imitation acquisition in young children with autism. The purpose of this research was to determine if there is a functional relation between caregiver implemented Video Modeling Imitation Training (VMIT) via iPad and increased imitation skills in young children with autism. In addition, a secondary analysis of language development after exposure to VMIT was also conducted. A multiple baseline design across four caregivers and their children with autism was implemented. Results indicated that all four caregivers were able to successfully create video models on an iPad when provided with minimal training and implement VMIT with fidelity for their children. All four children made substantial gains in their imitation skills during caregiver implemented treatment. Imitation skills maintained post treatment and, to varying degrees, generalized to imitation of live models. Expressive language skills increased to varying degrees for all participants.

Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals

There is a need for the adaptation of training in evidence-based interventions to non-traditional methods, particularly for individuals working with children with autism spectrum disorders (ASD). An internet-based self-directed distance learning program was created to teach reciprocal imitation training, a naturalistic behavioral intervention aimed at increasing imitation in children with ASD. A single-subject multiple-baseline design study evaluated the effect of the program on changes in therapist (sample 1) and parent (sample 2) knowledge and behavior, and changes in child behavior. Adult participants improved their knowledge and use of the intervention techniques, and child participants improved their rates of imitation. Results suggest that a self-directed distance learning program may be effective for disseminating evidence-based practices to individuals working with children with ASD.